Correction: A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement.

[This corrects the article DOI: 10.1371/journal.pone.

Intergenerational transmission of genetic risk for hyperactivity and inattention. Direct genetic transmission or genetic nurture?

Background: Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways.

Longitudinal study of childhood sleep trajectories and adolescent mental health problems.

Study Objective: To investigate whether childhood sleep trajectories are associated with mental health symptoms such as social phobia, generalized anxiety, depression, attention deficit hyperactivity disorder (ADHD), conduct problems, and opposition at age 15.

Methods: A total of 2120 children took part in the Quebec Longitudinal Study of Child Development. Childhood sleep trajectories were computed from maternal reports at 2.

The intergenerational continuity of alcohol use in a population sample.

Introduction: Research shows that parental alcohol use predicts youths' alcohol use, but this intergenerational continuity may vary across countries, and little is known about its moderators. This study examined for the first time the intergenerational continuity in alcohol use in a population sample of families in Canada, and tested whether it varied by youths' sex, family income, or family structure.

Methods: We used prospective longitudinal data on 1632 families from the Quebec Longitudinal Study of Child Development (QLSCD), a representative sample from the province of Quebec, Canada.

Early temperamental and biological predictors of dimensions of social withdrawal in childhood.

Social wariness and preference for solitude, two dimensions of social withdrawal, show unique associations with various socioemotional difficulties in childhood, including internalizing and peer problems. However, their early childhood predictors remain vastly undocumented. The present study aimed to examine whether early indicators of reactivity in situations of unfamiliarity such as behavioral inhibition, affect, and cortisol independently, or in interaction with emotion regulation as indexed by vagal tone, predict later social wariness and preference for solitude.

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement.

The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement.

Calibrating temper loss severity in the transition to toddlerhood: Implications for developmental science.

The integration of neurodevelopmental perspectives into clinical science has identified irritability as an early dimensional marker of lifespan mental health risk. Elucidating the developmental patterning of irritable behavior is key to differentiating normative variation from risk markers. Accounting for dysregulation and contextual features of irritability is useful for differentiation at preschool age, laying the groundwork for even earlier characterization.

Lability of prenatal stress during the COVID-19 pandemic links to negative affect in infancy.

The association between prenatal stress and children's socioemotional development is well established. The COVID-19 pandemic has been a particularly stressful period, which may impact the gestational environment. However, most studies to-date have examined prenatal stress at a single time point, potentially masking the natural variation in stress that occurs over time, especially during a time as uncertain as the pandemic.

Joint Consideration of Inhibitory Control and Irritability in Young Children: Contributions to Emergent Psychopathology.

Deficits in self-regulation capacity have been linked to subsequent impairment and clinical symptomology across the lifespan. Prior work has identified difficulty regulating angry emotions (i.e.

Home Visiting and Early Childhood Education for Reducing Justice System Involvement.

Early childhood intervention is particularly cost-beneficial when it reduces justice involvement, but ingredients that contribute to this outcome are unknown. The goal of this study was to estimate the effects of two common early childhood intervention ingredients-home visits and center-based education-on juvenile justice involvement. The Infant Health and Development Program (IHDP) randomized 1090 premature and low-birth-weight babies to intervention or control groups.

A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology.

There are large differences in expulsions and suspensions on the basis of race starting in preschool and divergent explanations for their cause. The current study explores how developmental methodology can shed light on this vexing issue. We leverage two measures: (1) childcare provider complaints about children's behavior and their recommended disciplinary action (measured by parent report); and (2) observed disruptive behavior measured by a laboratory-based standardized observation tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), among a large, sociodemographically diverse sample of children (n   430; mean age   4.

Testing the effects of a prenatal depression preventive intervention on parenting and young children's self-regulation and functioning (EPIC): protocol for a longitudinal observational study.

Background: Perinatal depression is a pervasive public health concern that disproportionately affects low-income women and can have negative impacts on parenting and child developmental outcomes. Few interventions focus on preventing perinatal depression. Previous studies suggest that Mothers and Babies is efficacious in preventing the worsening of depressive symptoms and the onset of postpartum depression.

Moving the dial on prenatal stress mechanisms of neurodevelopmental vulnerability to mental health problems: A personalized prevention proof of concept.

Prenatal stress exposure increases vulnerability to virtually all forms of psychopathology. Based on this robust evidence base, we propose a "Mental Health, Earlier" paradigm shift for prenatal stress research, which moves from the documentation of stress-related outcomes to their prevention, with a focus on infant neurodevelopmental indicators of vulnerability to subsequent mental health problems. Achieving this requires an expansive team science approach.

Low-income mothers' entry into postsecondary education during middle childhood: Effects on adolescents.

This study tests whether young adolescents' achievement and behavior are associated with their mother's entry into post-secondary education (PSE) during their middle childhood years. It also examines five family processes that may link maternal PSE to development in middle childhood (income, home learning environment, mother's educational expectations for child, maternal presence, and family affective climate). The sample selects low-income families from the National Longitudinal Survey of Youth of 1979.

The Early Childhood Irritability-Related Impairment Interview (E-CRI): A Novel Method for Assessing Young Children's Developmentally Impairing Irritability.

Irritability is a substrate of more than one dozen clinical syndromes. Thus, identifying when it is atypical and interfering with functioning is crucial to the prevention of mental disorder in the earliest phase of the clinical sequence. Advances in developmentally based measurement of irritability have enabled differentiation of normative irritable mood and tantrums from indicators of concern, beginning in infancy.

Relations Between Toddler Expressive Language and Temper Tantrums in a Community Sample.

This study examined the frequent clinical observation that toddlers with less expressive language have more severe temper tantrums. A representative sample of 2,001 mothers reported on their toddler's expressive vocabulary and frequency of different temper tantrum behaviors, a prominent feature of irritability and an emergent marker of mental health risk. Results revealed that 12- to 38-month-olds with fewer spoken words demonstrated more severe (frequent and dysregulated) temper tantrums.

Linking the Child Behavior Checklist (CBCL) with the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB): Advancing a dimensional spectrum approach to disruptive behavior.

Disruptive behavior in childhood is common. It spans from normative child misbehaviors to clinically-significant and impairing problems. While there are many rating scales evaluating such behaviors, historically, measurement has emphasized counting the number of symptoms present rather than assessing the normal-abnormal spectrum of behavioral expression.

Client attrition in the Nurse-Family Partnership : Revisiting metrics of impact in a home visitation program in the United States.

The Nurse-Family Partnership (NFP) is an evidence-based home-visiting program for low-income, first-time mothers. NFP has demonstrated benefits for reducing child maltreatment and improving parenting, child development and families' economic self-sufficiency. It is now implemented widely in the US where, despite the use of home visits, which generally reduce barriers to program participation, only 35% of clients nationwide complete the 2.

Genetic Correlation between Child Callous-Unemotional Behaviors and Fear Recognition Deficit: Evidence for a Neurocognitive Endophenotype.

This study investigates emotion recognition deficits as candidate neurocognitive endophenotypes for callous-unemotional (CU) behaviors. Using a twin design, we tested genetic correlations between child CU behaviors and poor processing of fearful and sad facial expressions. Participants were 504 twin pairs (209 MZ pairs; 295 DZ pairs) from the Quebec Newborn Twin Study, a longitudinal study of a population-based sample of twins.

Talking Tots and the Terrible Twos: Early Language and Disruptive Behavior in Toddlers.

Objective: The goal of this article is to investigate the association between the 2 most commonly reported parental concerns about young children-disruptive behavior (e.g., irritable, aggressive, and noncompliant behaviors) and language delay in toddlers.

Differentiating typical from atypical perpetration of sibling-directed aggression during the preschool years.

Background: Sibling aggression is common and often viewed as benign. Although sibling aggression can be harmful for the victims, it may also be a marker of clinical risk for the aggressor. We differentiated typical from atypical levels of perpetration of sibling-directed aggression among preschoolers, a developmental period in which aggression is a normative misbehavior, by (a) identifying how frequently aggressive behaviors targeted at a sibling must occur to be psychometrically atypical; (b) mapping the dimensional spectrum of sibling-directed aggression from typical, more commonly occurring behaviors to rarer, more atypical, actions; and (c) comparing the psychometric atypicality and typical-to-atypical spectrum of sibling-directed aggression and peer-directed aggression.

A longitudinal twin study of callous-unemotional traits during childhood.

Previous research indicates that genetic factors largely account for the stability of callous-unemotional (CU) traits in adolescence. However, the genetic-environmental etiology of the development of CU traits has not been extensively investigated in childhood, despite work showing the reliable measurement and stability of CU traits from a young age. The aim of this study was to investigate the temporal pattern of genetic and environmental etiology of CU traits across primary school, from school entry (7 years) to middle (9 and 10 years) and late childhood (12 years).

Examining Patterns of Exposure to Family Violence in Preschool Children: A Latent Class Approach.

Young children can experience violence directly or indirectly in the home, with some children exposed to multiple forms of violence. These polyvictims often experience violence that is severe, chronic, and multifaceted. The current study used latent class analysis to identify and examine the pattern of profiles of exposure to family violence (i.

Can the fear recognition deficits associated with callous-unemotional traits be identified in early childhood?

Introduction: Callous-unemotional (CU) traits in the presence of conduct problems are associated with increased risk of severe antisocial behavior. Developmentally sensitive methods of assessing CU traits have recently been generated, but their construct validity in relation to neurocognitive underpinnings of CU has not been demonstrated. The current study sought to investigate whether the fear-specific emotion recognition deficits associated with CU traits in older individuals are developmentally expressed in young children as low concern for others and punishment insensitivity.